Think About It...Consider the following scenario: If you were going to see a doctor and the doctor said, "I've been really busy since I got out of medical school, and so I'm going to treat you with the techniques I learned back then," how would you feel? For anyone, this would be quite the shocking response, and yet, according to Chris Dede, a professor of learning technologies at Harvard University, "there are a lot of faculty who say with a straight face, 'I don't need to change my teaching,' as if nothing has been learned about teaching since they had been prepared to do it—if they've ever been prepared to" (Young, 2010). Dede created the aforementioned scenario in order to argue and assert that "clinging to outdated teaching practices amounts to educational malpractice" (Young, 2010). In order to avoid teaching 19th century lessons in a 21st century classroom, teachers must be willing to revisit lesson plans and the ways in which they execute those plans. Overview of Topic
In recent years, education has drastically changed; as education changes, teachers too must change. Essentially, teachers must be willing to adapt and modify the curriculum to best suit students living and growing in this changing world of education. In order to better prepare students for a competitive economy, teachers must embrace technology and the benefits technology offers today’s classroom. In the past, classrooms sizes were smaller and allowed teachers to monitor and focus on students more diligently. Also, classrooms of the past were composed of students taught at a singular achievement level; little attention was fixated on whether or not teachers were practicing differentiated teaching styles. Consequently, teachers maintained the ability to work at a more consistent rate and focus on one, primary lesson plan. Lastly, few standards emphasized diverse teaching styles or required teachers to accommodate students with multiple learning abilities. Today, however, classrooms are overfilled, and many teachers are attempting to adapt as best they can to students and standards that uphold high demands and high canons. Many teachers in the 21st century are instructing students who are ever-ready to be challenged and are functioning at an advanced level in regards to technology. A good 21st century teacher is one who is consistently aware of his or her students, and one way of achieving this goal is by functioning well in a classroom that practices differentiated learning through the use of technology. Teachers of the 21st century must maintain a great sense of awareness and preparedness in order to teach students through the use of technology in the classroom—a skill that students will still value and maintain throughout their adult lives. Teaching in a 21st century classroom translates to accommodating an ever-changing student population that is a result of an ever-changing world. Eric Sheninger, Principal at New Milford High School in New Jersey, declares “it is naïve to think that kids raised online will respond to school the same way as previous generations” (Toppo, 2011). Today’s students are bored with the traditional classroom, and teachers must use available technological resources as an opportunity to skillfully engage students with technology. Through the use of various teaching methods (i.e. integrating technology into the classroom on a regular basis as opposed to a traditional lecture-based classroom) and a perpetual awareness of student needs, today’s teachers can teach in a more effective and engaging manner.
How is Technology Helpful in the Classroom?
Technology fuels the lives of today’s students, and these same students are addicted to quick and easy accessibility to information, multi-tasking, and entertainment. Using technology within the classroom (e.g. SmartBoards, iPads, cell phones, laptops) allows students to participate actively in the classroom, making conscious choices about how to create and relay information. Moreover, when technology is used as a classroom tool, the students play an active role in defining their own goals and evaluating their progress—a continuous process of self-reflection. Rather than withdrawing knowledge from the teacher, textbook, or other teaching tool (like one might withdraw money from a bank), students using technology in the classroom learn to collaborate more with their peers and develop communication skills while creating knowledge of their own. "Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systematically, enhance student achievement as measured in a variety of ways, including but not limited to standardized achievement tests. Working in an appropriately designed technology-rich environment has the potential of producing a variety of positive outcomes: improved patterns of social interaction, changes in teaching styles, more effective teaching, increased student (and perhaps, teacher) motivation, and enhanced student learning" (Earle, 2002). According to Earle, when teachers effectively integrate technology into the classroom, teachers then maintain an opportunity to assess content in a variety of ways that does not bore students. Also, today’s teachers must help prepare students for a competitive world market in which today’s students will later be expected to maintain a well-developed understanding of technology because many professions are technology-centered. Using technology in the classroom teaches students to function in a "technology-rich environment" (as Earle puts it). Ultimately, integrating technology into the classroom allows teachers to perform the role of a facilitator rather than a dictator. Should teachers integrate technology into the classrooms, students maintain the ability to develop a greater sense of self-confidence; as a result, students will hold a higher stake in their education—a goal for which all schools strive.
Is This a Trend or an Issue? Argument for Trend
Because the word “issue” is connoted with similar words such as “problem” or “dilemma,” the act of integrating technology into the classroom is not classified as an issue; the topic in and of itself is not a problem that requires a solution. Instead, integrating technology into the classroom proves to be a current trend in today’s educational world because of its causational nature. The world in which today’s teachers and students live is one that maintains a high focus on technology and its ability to enhance the quality of life. As a result, today’s students are expected to learn and execute skills in regards to various forms of technology in order to be well-rounded citizens. According to Chris Lehmann, principal of Science Leadership Academy in Philadelphia, "Being literate [today] means being digitally literate" (Toppo, 2011). While many trends (e.g. fashion trends) exist temporarily, technology is not likely a trend that will eventually become extinct. As technology continues to fuel the world economy, it will also sustain a high level of importance in education.
Argument for Issue
While many teachers understand and acknowledge students learn in different manners, the lack of technology integrated into the classroom is an issue and great problem that exists within education. Many teachers are unwilling to adapt teaching styles based on the changing world of education. Teachers’ failure to acclimate to students’ needs (in this case, through the use of integrating technology) may be due, in part, to a teacher’s resistance to change. Teachers who have been teaching for many years are often unwilling to change their teaching style because of how well their teaching style has worked for so many years. Another reason teachers may be unwilling to adapt teaching styles by using technology within the classroom is because teachers do not have enough technology training and are insecure in their ability to integrate technology into the classroom. As technology continues to develop, teachers are expected to sustain a current knowledge and use that knowledge to reach the students. However, some teachers may be apprehensive and feel unable to maintain this type of knowledge and transfer that knowledge to their students. While many schools and districts offer technology-based seminars and courses, these types of trainings focus more on the technology itself and less on how to integrate that technology into the classroom in an effective manner. "After 25 years of having computers in schools, we still lack an approach that ensures teachers truly understand the benefits and appropriate uses of computers for instruction and that teachers actually use technology as part of teaching and learning" (Burns, 2010). Teachers may also be unwilling to allow students to bring and execute technology within the classroom for fear of distraction. Many students may be more distracted by technology than they are fueled by technology, and teachers acknowledge this issue. Students like Sami Birmingham-Babauta, a kinesiology major, admits to the likelihood of how technology might distract students: "While I’m in class and I’m looking at the PowerPoints or Moodle, I might end up looking at something else, go on Instagram or something I shouldn’t be on during class" (Kilgore, 2013). This problem leads to a level of distrust on the teacher’s behalf. Lastly, today’s students must learn to perform well in all subject areas without a complete dependence upon technology. If teachers integrate technology into the classroom on a daily basis and do not require students to use critical thinking skills to perform cognitive tasks, students may become too reliant upon technology and its ability to solve problems in place of the human brain itself.
Another issue in regards to integrating technology into the classroom refers to today's financial crisis. Fiscally, integrating technology into the classroom would prove costly. At privileged schools, students are likely to possess their own forms of technology that can be brought to class. In this case, teachers can ask students to sign a Bring Your Own Technology (BYOT) agreement that allows students to use their technology in the classroom while maintaining social integrity. At an underprivileged school, however, students are not likely to possess their own personal forms of technology, and the school (or district) would be required to provide various forms of technology for the students if the goal is to make classrooms more technology-friendly. "Students in underserved communities are more likely to use computers for drill-and-practice and integrated learning system lessons, while students in other communities are more likely to use computers to support inquiry-based, project-based, and collaborative learning. The difference is very significant: for the first group, the computer is in control and leads the students through the lessons, while in the second group the students are controlling computers for their own purposes" (Kleiman, 2000). Considering the current budget crisis, the idea of having tablets or personal computers for every student in every class does not seem practical or possible.
Ideas for Integrating Technology Into the Classroom:
Use SmartBoard templates (from the MCSD SMART Exchange website) to review for upcoming exams in class
Burns, M. (2010, September). How to help teachers use technology in the classroom: The 5j approach. eLearn Magazine, Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1865476This article discusses the practical application of technology in the classroom through the use of the “5J Approach.” The 5Js are as follows: job-related, just enough, just in time just in case, just try it.
Earle, R. (2002, January). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5-13. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdfThis article discusses the current state of technology’s role in the classroom and the potential advantages and disadvantages of integrating technology into the classroom.
Kilgore, S. (2013, March 05). More technology in classroom could affect students and teachers. Daily Sundial. Retrieved from http://sundial.csun.edu/2013/03/more-technology-in-classroom-could-affect-students-and-teachers/This article discusses how iPads and similar technologies affect both students and teachers by considering both the advantages and disadvantages of having tablets (like iPads) in the classroom on a daily basis.
Kleiman, G. (2001). Myths and realities about technology in k-12 schools. LNT Perspective, (14), 1-8. Retrieved from http://www.sfu.ca/educ260/documents/myths.pdfThis article examines the role of technology in all subject areas and details many myths about how technology is used in education.
Young, J. (2012, July 24). Reaching the last technology holdouts at the front of the classroom. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/College-20-Reaching-the-Last/123659/This article discusses the idea the reasons behind why many veteran teachers struggle to integrate technology into the classroom and how education must adapt to the ways current students learn.
Overview of Topic
In recent years, education has drastically changed; as education changes, teachers too must change. Essentially, teachers must be willing to adapt and modify the curriculum to best suit students living and growing in this changing world of education. In order to better prepare students for a competitive economy, teachers must embrace technology and the benefits technology offers today’s classroom. In the past, classrooms sizes were smaller and allowed teachers to monitor and focus on students more diligently. Also, classrooms of the past were composed of students taught at a singular achievement level; little attention was fixated on whether or not teachers were practicing differentiated teaching styles. Consequently, teachers maintained the ability to work at a more consistent rate and focus on one, primary lesson plan. Lastly, few standards emphasized diverse teaching styles or required teachers to accommodate students with multiple learning abilities. Today, however, classrooms are overfilled, and many teachers are attempting to adapt as best they can to students and standards that uphold high demands and high canons. Many teachers in the 21st century are instructing students who are ever-ready to be challenged and are functioning at an advanced level in regards to technology. A good 21st century teacher is one who is consistently aware of his or her students, and one way of achieving this goal is by functioning well in a classroom that practices differentiated learning through the use of technology. Teachers of the 21st century must maintain a great sense of awareness and preparedness in order to teach students through the use of technology in the classroom—a skill that students will still value and maintain throughout their adult lives. Teaching in a 21st century classroom translates to accommodating an ever-changing student population that is a result of an ever-changing world. Eric Sheninger, Principal at New Milford High School in New Jersey, declares “it is naïve to think that kids raised online will respond to school the same way as previous generations” (Toppo, 2011). Today’s students are bored with the traditional classroom, and teachers must use available technological resources as an opportunity to skillfully engage students with technology. Through the use of various teaching methods (i.e. integrating technology into the classroom on a regular basis as opposed to a traditional lecture-based classroom) and a perpetual awareness of student needs, today’s teachers can teach in a more effective and engaging manner.
How is Technology Helpful in the Classroom?
Technology fuels the lives of today’s students, and these same students are addicted to quick and easy accessibility to information, multi-tasking, and entertainment. Using technology within the classroom (e.g. SmartBoards, iPads, cell phones, laptops) allows students to participate actively in the classroom, making conscious choices about how to create and relay information. Moreover, when technology is used as a classroom tool, the students play an active role in defining their own goals and evaluating their progress—a continuous process of self-reflection. Rather than withdrawing knowledge from the teacher, textbook, or other teaching tool (like one might withdraw money from a bank), students using technology in the classroom learn to collaborate more with their peers and develop communication skills while creating knowledge of their own. "Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systematically, enhance student achievement as measured in a variety of ways, including but not limited to standardized achievement tests. Working in an appropriately designed technology-rich environment has the potential of producing a variety of positive outcomes: improved patterns of social interaction, changes in teaching styles, more effective teaching, increased student (and perhaps, teacher) motivation, and enhanced student learning" (Earle, 2002). According to Earle, when teachers effectively integrate technology into the classroom, teachers then maintain an opportunity to assess content in a variety of ways that does not bore students. Also, today’s teachers must help prepare students for a competitive world market in which today’s students will later be expected to maintain a well-developed understanding of technology because many professions are technology-centered. Using technology in the classroom teaches students to function in a "technology-rich environment" (as Earle puts it). Ultimately, integrating technology into the classroom allows teachers to perform the role of a facilitator rather than a dictator. Should teachers integrate technology into the classrooms, students maintain the ability to develop a greater sense of self-confidence; as a result, students will hold a higher stake in their education—a goal for which all schools strive.
Is This a Trend or an Issue?
Argument for Trend
Because the word “issue” is connoted with similar words such as “problem” or “dilemma,” the act of integrating technology into the classroom is not classified as an issue; the topic in and of itself is not a problem that requires a solution. Instead, integrating technology into the classroom proves to be a current trend in today’s educational world because of its causational nature. The world in which today’s teachers and students live is one that maintains a high focus on technology and its ability to enhance the quality of life. As a result, today’s students are expected to learn and execute skills in regards to various forms of technology in order to be well-rounded citizens. According to Chris Lehmann, principal of Science Leadership Academy in Philadelphia, "Being literate [today] means being digitally literate" (Toppo, 2011). While many trends (e.g. fashion trends) exist temporarily, technology is not likely a trend that will eventually become extinct. As technology continues to fuel the world economy, it will also sustain a high level of importance in education.
Argument for Issue
While many teachers understand and acknowledge students learn in different manners, the lack of technology integrated into the classroom is an issue and great problem that exists within education. Many teachers are unwilling to adapt teaching styles based on the changing world of education. Teachers’ failure to acclimate to students’ needs (in this case, through the use of integrating technology) may be due, in part, to a teacher’s resistance to change. Teachers who have been teaching for many years are often unwilling to change their teaching style because of how well their teaching style has worked for so many years. Another reason teachers may be unwilling to adapt teaching styles by using technology within the classroom is because teachers do not have enough technology training and are insecure in their ability to integrate technology into the classroom. As technology continues to develop, teachers are expected to sustain a current knowledge and use that knowledge to reach the students. However, some teachers may be apprehensive and feel unable to maintain this type of knowledge and transfer that knowledge to their students. While many schools and districts offer technology-based seminars and courses, these types of trainings focus more on the technology itself and less on how to integrate that technology into the classroom in an effective manner. "After 25 years of having computers in schools, we still lack an approach that ensures teachers truly understand the benefits and appropriate uses of computers for instruction and that teachers actually use technology as part of teaching and learning" (Burns, 2010). Teachers may also be unwilling to allow students to bring and execute technology within the classroom for fear of distraction. Many students may be more distracted by technology than they are fueled by technology, and teachers acknowledge this issue. Students like Sami Birmingham-Babauta, a kinesiology major, admits to the likelihood of how technology might distract students: "While I’m in class and I’m looking at the PowerPoints or Moodle, I might end up looking at something else, go on Instagram or something I shouldn’t be on during class" (Kilgore, 2013). This problem leads to a level of distrust on the teacher’s behalf. Lastly, today’s students must learn to perform well in all subject areas without a complete dependence upon technology. If teachers integrate technology into the classroom on a daily basis and do not require students to use critical thinking skills to perform cognitive tasks, students may become too reliant upon technology and its ability to solve problems in place of the human brain itself.
Another issue in regards to integrating technology into the classroom refers to today's financial crisis. Fiscally, integrating technology into the classroom would prove costly. At privileged schools, students are likely to possess their own forms of technology that can be brought to class. In this case, teachers can ask students to sign a Bring Your Own Technology (BYOT) agreement that allows students to use their technology in the classroom while maintaining social integrity. At an underprivileged school, however, students are not likely to possess their own personal forms of technology, and the school (or district) would be required to provide various forms of technology for the students if the goal is to make classrooms more technology-friendly. "Students in underserved communities are more likely to use computers for drill-and-practice and integrated learning system lessons, while students in other communities are more likely to use computers to support inquiry-based, project-based, and collaborative learning. The difference is very significant: for the first group, the computer is in control and leads the students through the lessons, while in the second group the students are controlling computers for their own purposes" (Kleiman, 2000). Considering the current budget crisis, the idea of having tablets or personal computers for every student in every class does not seem practical or possible.
Ideas for Integrating Technology Into the Classroom:
Download a copy of a proposal focused on this trend/issue in education here:
Annotated Bibliography: